CA- Standards

5.2 Students trace the routes of early explorers and describe the early 

explorations of the Americas. 

1. Describe the entrepreneurial characteristics of early explorers (e.g., 

Christopher Columbus, Francisco Vasquez de Coronado) and the technological 

developments that made sea exploration by latitude and longitude possible 

(e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, 

gunpowder). 

2.  Explain the aims, obstacles, and accomplishments of the explorers, 

sponsors, and leaders of key European expeditions and the reasons Europeans 

chose to explore and colonize the world (e.g., the Spanish Reconquista, the 

Protestant Reformation, the Counter Reformation). 

3.  Trace the routes of the major land explorers of the United States, the 

distances traveled by explorers, and the Atlantic trade routes that linked 

Africa, the West Indies, the British colonies, and Europe. 

4.  Locate on maps of North and South America land claimed by Spain, France, 

England, Portugal, the Netherlands, Sweden, and Russia.

Key Ideas and Details

5.RI.2.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Craft and Structure

5.RI.4.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4-6 on page 15 for additional expectations.)

Integration of Knowledge and Ideas

5.RI.7.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5.RI.8.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5.RI.9.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

5.RI.10.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

5.RF.4.

Read with sufficient accuracy and fluency to support comprehension.

5.RF.4.a.

Read on-level text with purpose and understanding.

5.RF.4.c.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Text Types and Purposes

5.W.2.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

5.W.2.b.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

5.W.2.d.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

5.W.2.e.

Provide a concluding statement or section related to the information or explanation presented.

Research to Build and Present Knowledge

5.W.7.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.W.8.

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5.W.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

5.W.9.b.

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Comprehension and Collaboration

5.SL.1.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5.SL.1.a.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

5.SL.1.b.

Follow agreed-upon rules for discussions and carry out assigned roles.

5.SL.1.c.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Vocabulary Acquisition and Use

5.L.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).

Key Ideas and Details

RI.5.2.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Craft and Structure

RI.5.4.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4-6 for additional expectations.) CA

Integration of Knowledge and Ideas

RI.5.7.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.10.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

RF.5.4.a.

Read on-level text with purpose and understanding.

RF.5.4.c.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.5.4.

Read with sufficient accuracy and fluency to support comprehension.

Text Types and Purposes

W.5.2.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2.b.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Research to Build and Present Knowledge

W.5.7.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

W.5.8.

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Comprehension and Collaboration

SL.5.1.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

SL.5.1.a.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.5.1.b.

Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.1.c.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Vocabulary Acquisition and Use

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).