- Integrating information from two, and in grade five several, different texts in order to speak or
write about the subject knowledgeably (RI.4–5.9) - Using formatting, illustrations, and multimedia in writing informative/explanatory text to aid
comprehension (W.4–5.2) - Using concrete details, quotations and other information and examples to develop the topic of
informative/explanatory text (W.4–5.2b) - Linking ideas across categories of information using words, phrases, and clauses when writing
informative/explanatory texts in grade five (W.5.2c) - Using precise language and domain-specific vocabulary in writing (W.4–5.2d)
- Acquiring and using accurately grade-appropriate general academic and domain-specific words
and phrases (L.4–5.6) - Drawing evidence from texts to support analysis, reflection, and research (W.4–5.9)
- Paraphrasing portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally (SL.4–5.2) - Identifying the reasons and evidence a speaker or media source provides to support particular
points (SL.4–5.3)
These abilities and skills are taught across the curricula—in history–social science, science, visual
and performing arts, health, mathematics, and so on. Teachers should have access to collections of
texts on the same topic so that opportunities exist for a coherent, rather than haphazard, building of
knowledge, and the school library collection should be developed to meet this need.
The CA ELD Standards provide guidance on how teachers can support their EL students to engage
meaningfully with complex tasks and tasks to develop the skills and abilities described above, with
appropriate levels of scaffolding based on students’ English language proficiency levels.
Engaging in Research
Engaging in research contributes to students’ knowledge
of the world, and it is one of the most powerful ways to
integrate the strands of the language arts with one another
and with subject matter. The Writing strand of the CA
CCSS for ELA/Literacy calls for students to participate in
research projects (W.4–5, Standards 7–8), ones that may be
completed in the course of a few hours or over an extended
time frame (W.4–5.9). Students engaged in research, with
guidance and support, beginning in transitional kindergarten.
They learned to read a number of books on a single topic to
produce a report, gather information from print and digital
sources, and take brief notes. By grades four and five, they
are more independent in their abilities to pose questions and pursue knowledge from a range of
sources. They engage in more extensive projects, and they have opportunities to share their findings
with others, using a variety of media and formats.
New to the grade span in terms of building content knowledge through engagement in research
are the following:
- Investigating different aspects of a topic when conducting short research projects and, in grade
five, using several sources (W.4–5.7) - Paraphrasing and listing sources, and categorizing information (W.4–5.8)
- Drawing evidence from text to support analysis, reflection, and research (W.4–5.9)
Teachers should have access to
collections of texts on the same
topic so that opportunities
exist for a coherent, rather
than haphazard, building of
knowledge, and the school
library collection should be
developed to meet this need.416 | Chapter 5 Grades 4 and 5