A World of Uncertainty

This unit may address the following TEKS.

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(4)

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

110.7(b)(1)(D)

work collaboratively with others to develop a plan of shared responsibilities.

110.7(b)(6)(C)

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

110.7(b)(7)(F)

respond using newly acquired vocabulary as appropriate

110.7(b)(7)(G)

discuss specific ideas in the text that are important to the meaning.

110.7(b)(9)(F)

recognize characteristics of multimodal and digital texts.

110.7(b)(9)(E)(iii)

identifying the intended audience or reader

110.7(b)(9)(E)(ii)

explaining how the author has used facts for or against an argument

110.7(b)(9)(D)(i)

the central idea with supporting evidence;

110.7(b)(9)(E)(i)

identifying the claim;

110.7(b)(10)(A)

explain the author's purpose and message within a text;

110.7(b)(10)(B)

analyze how the use of text structure contributes to the author's purpose;

110.7(b)(10)(D)

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;

110.7(b)(3)(B)

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

110.7(b)(9)

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

110.7(b)(8)(C)

analyze plot elements, including rising action, climax, falling action, and resolution

110.7(b)(8)(B)

analyze the relationships of and conflicts among the characters;

110.7(b)(7)(D)

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

110.7(b)(6)(H)

synthesize information to create new understanding

110.7(b)(11)(D)

edit drafts using standard English conventions, including:

110.7(b)(11)(A)

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

110.7(b)(12)

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

110.7(b)(12)(B)

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

110.7(b)(12)(A)

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

110.7(b)(11)

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

110.7(b)(13)(F)

differentiate between paraphrasing and plagiarism when using source materials;

110.7(b)(13)(G)

develop a bibliography

110.7(b)(13)(H)

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

110.7(b)(13)(E)

demonstrate understanding of information gathered;

110.7(b)(13)(A)

generate and clarify questions on a topic for formal and informal inquiry;

110.7(b)(13)(B)

develop and follow a research plan with adult assistance;

110.7(b)(13)(C)

identify and gather relevant information from a variety of sources;

110.7(b)(1)

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

110.7(b)(1)(A)

listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

111.7, Mathematics, Grade 5

111.7(b)(1)

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

111.7(b)(1)(A)

apply mathematics to problems arising in everyday life, society, and the workplace;

111.7(b)(1)(B)

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

111.7(b)(1)(D)

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

111.7(b)(1)(E)

create and use representations to organize, record, and communicate mathematical ideas;

111.7(b)(1)(F)

analyze mathematical relationships to connect and communicate mathematical ideas;

111.7(b)(1)(G)

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.7(b)(9)

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

111.7(b)(9)(A)

represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;

113.16, Social Studies, Grade 5

113.16(b)(4)

History. The student understands political, economic, and social changes that occurred in the United States during the 19th century.

113.16(b)(4)(F)

explain how industry and the mechanization of agriculture changed the American way of life;

113.16(b)(5)

History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries.

113.16(b)(5)(A)

analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;

113.16(b)(7)

Geography. The student understands the concept of regions in the United States.

113.16(b)(7)(B)

describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains;

113.16(b)(8)

Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.

113.16(b)(8)(A)

identify and describe the types of settlement and patterns of land use in the United States;

113.16(b)(9)

Geography. The student understands how people adapt to and modify their environment.

113.16(b)(9)(A)

describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs;

113.16(b)(9)(B)

analyze the positive and negative consequences of human modification of the environment in the United States, past and present.

113.16(b)(12)

Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system.

113.16(b)(12)(A)

explain how supply and demand affects consumers in the United States;

113.16(b)(13)

Economics. The student understands patterns of work and economic activities in the United States.

113.16(b)(13)(A)

compare how people in different parts of the United States earn a living, past and present;

113.16(b)(13)(B)

identify and explain how geographic factors have influenced the location of economic activities in the United States;

113.16(b)(18)

Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels.

113.16(b)(18)(A)

explain the duty individuals have to participate in civic affairs at the local, state, and national levels;

113.16(b)(23)

Science, technology, and society. The student understands the impact of science and technology on society in the United States.

113.16(b)(23)(B)

identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program;

113.16(b)(23)(C)

explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States;

113.16(b)(23)(D)

predict how future scientific discoveries and technological innovations could affect society in the United States.

113.16(b)(24)

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.

113.16(b)(24)(D)

identify different points of view about an issue, topic, or current event;

113.16(b)(24)(E)

identify the historical context of an event.

113.16(b)(25)

Social studies skills. The student communicates in written, oral, and visual forms.

113.16(b)(25)(A)

use social studies terminology correctly;

113.16(b)(25)(B)

incorporate main and supporting ideas in verbal and written communication;

113.16(b)(25)(C)

express ideas orally based on research and experiences;

113.16(b)(25)(D)

create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;

113.16(b)(25)(E)

use standard grammar, spelling, sentence structure, and punctuation.

113.16(b)(26)

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.16(b)(26)(A)

use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;

113.16(b)(26)(B)

use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

112.16, Science, Grade 5

112.16(b)(1)

Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices.

112.16(b)(1)(B)

make informed choices in the conservation, disposal, and recycling of materials.

112.16(b)(2)

Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations.

112.16(b)(2)(D)

analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

112.16(b)(2)(G)

construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

112.16(b)(3)

Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions.

112.16(b)(3)(C)

draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works;

112.16(b)(6)

Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.

112.16(b)(6)(A)

explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;

112.16(b)(7)

Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources.

112.16(b)(7)(A)

explore the processes that led to the formation of sedimentary rocks and fossil fuels;

112.16(b)(7)(C)

identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels;

112.16(b)(9)

Organisms and environments. The student knows that there are relationships, systems, and cycles within environments.

112.16(b)(9)(A)

observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

112.16(b)(9)(C)

predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways;

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(4)

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

128.7(b)(1)(D)

work collaboratively with others to develop a plan of shared responsibilities.

128.7(b)(6)(C)

make, correct, or confirm predictions using text features, characteristics of genre, and structures;

128.7(b)(7)(F)

respond using newly acquired vocabulary as appropriate

128.7(b)(7)(G)

discuss specific ideas in the text that are important to the meaning.

128.7(b)(9)(D)(i)

the central idea with supporting evidence;

128.7(b)(9)(E)(i)

identifying the claim;

128.7(b)(9)(E)(iii)

identifying the intended audience or reader

128.7(b)(9)(F)

recognize characteristics of multimodal and digital texts.

128.7(b)(10)(A)

explain the author's purpose and message within a text;

128.7(b)(10)(C)

analyze the author's use of print and graphic features to achieve specific purposes;

128.7(b)(10)(B)

analyze how the use of text structure contributes to the author's purpose;

128.7(b)(3)(B)

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

128.7(b)(9)

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

128.7(b)(8)(C)

analyze plot elements, including rising action, climax, falling action, and resolution

128.7(b)(8)(B)

analyze the relationships of and conflicts among the characters;

128.7(b)(7)(D)

retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

128.7(b)(6)(H)

synthesize information to create new understanding

128.7(b)(11)(A)

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

128.7(b)(11)(D)(viii)

subordinating conjunctions to form complex sentences;

128.7(b)(11)(D)(ix)

capitalization of initials, acronyms, and organizations;

128.7(b)(11)(D)(x)

punctuation marks, including commas in compound and complex sentences, em dash for dialogue, italics and underlining for titles and emphasis, and quotation marks for titles

128.7(b)(11)(D)(xi)

correct spelling of words with grade-appropriate orthographic patterns and rules

128.7(b)(11)(D)(vii)

pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;

128.7(b)(11)(D)(v)

conjunctive adverbs;

128.7(b)(11)(D)(i)

complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

128.7(b)(11)(D)(ii)

irregular verbs;

128.7(b)(11)(D)(iii)

collective nouns;

128.7(b)(11)(D)(iv)

adjectives, including those indicating origin, and their comparative and superlative forms;

128.7(b)(11)(D)(vi)

prepositions and prepositional phrases and their influence on subject-verb agreement;

128.7(b)(12)

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

128.7(b)(12)(D)

compose correspondence that requests information.

128.7(b)(12)(B)

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

128.7(b)(12)(A)

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

128.7(b)(11)(B)(i)

organizing with purposeful structure, including an introduction, transitions, and a conclusion

128.7(b)(13)

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

128.7(b)(13)(F)

differentiate between paraphrasing and plagiarism when using source materials;

128.7(b)(13)(G)

develop a bibliography

128.7(b)(13)(H)

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

128.7(b)(13)(E)

demonstrate understanding of information gathered;

128.7(b)(13)(A)

generate and clarify questions on a topic for formal and informal inquiry;

128.7(b)(13)(B)

develop and follow a research plan with adult assistance;

128.7(b)(13)(C)

identify and gather relevant information from a variety of sources;

128.7(b)(1)

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

128.7(b)(1)(C)

give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

128.7(b)(1)(A)

listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

Figure: 19 TAC 110.10(b), English Language Arts and Reading, Fifth Grade

Fig 19

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers.

Fig 19(A)

establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension;

Fig 19(B)

ask literal, interpretive, evaluative, and universal questions of text;

Fig 19(C)

monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions);

Fig 19(D)

make inferences about text and use textual evidence to support understanding;

Fig 19(E)

summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts;

Fig 19(F)

make connections (e.g. thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence