Fifth Grade Scope and Sequence

A. Information Literacy
Library Instructional Collaboration	Resources	TAKS Objectives	TEKS
.		The student will:	The student is expected to:
5.A.1 Locate and use important areas of the library. (circulation area, card catalog/OPAC, fiction/easy, non-fiction, biography, reference, and periodical).	§ Where Am I? § Fiction Arrangement § Explore the Library § Orientation Library Orientation- (Round Rock ISD)	TAKS Reading #1: The student demonstrates a basic understanding of culturally diverse written texts.	Language Arts 110.5.12F: Locate and use important areas of the library media center.
5.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures.	Exploring the Library by Alice K. Flanagan; I took my Frog to the Library by Eric A. Kimmel; The Librarian from the Black Lagoon by Mike Thaler; Quiet! There's a Canary in the Library by Don Freeman § Orientation	Language Arts 110.5.12F: Locate and use important areas of the library media center.	Language Arts 110.5.1B: Respond appropriately and courteously to directions and questions. Social Studies 113.5.10C: Identify and explain the importance of acts of civil responsibility, including obeying laws and voting.
5.A.3 Identify the arrangement of fiction, nonfiction and biography on the shelves and locate specific materials using the Dewey Decimal System.	Dewey and the Decimals by Paige Taylor. 1579500501 Stretchy Library Lessons by Pat Miller 1579500838 Dewey Web Quest DDS Matching Game DDS Concentration Sequencing Call Numbers Dewey Decimal Apron Kit, KidsClick! Dewey § Survivor	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Math 111.5.1B: Use place value to read, write, compare, and order decimals through the thousandths place. 111.5.14A: Identify the mathematics in every day situations.
5.A.4 Demonstrate an understanding that the card or online catalog is an index to the library collection and use the catalog information to locate materials.	Online Scavenger Hunt Catalog Tutorial	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Language Arts 110.7.13A: Form and revise questions for investigations, including questions arising from interest and units of study. 110.7.13C: Use multiple sources including electronic texts, experts, and print resourced, to locate information relevant to research questions. Technology Applications 126.3.2A: Use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. 126.3.4A: Apply electric search strategies in the acquisition of information.
5.A.5 Demonstrate a working knowledge of library terminology, such as renew, hold, online resources and online catalog.	Refer to HISD Librarian’s Handbook Library Scavenger Hunt	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Language Arts 110.7.9B: Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words.
5.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information.	§ Our Community	TAKS Reading #4: Apply critical thinking skills to analyze culturally diverse written texts.
5.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable.	§ Bueno – Hello § Bilingual and Spanish Activities	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	.
5.A.8 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures	Exploring the Library by Alice K. Flanagan; I took my Frog to the Library by Eric A. Kimmel; The Librarian from the Black Lagoon by Mike Thaler; Quiet! There's a Canary in the Library by Don Freeman Orientation	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Social Studies: 113.7.5.6 Use geographic tools to collect, analyze, and interpret data.
5.A.9 Acquire library terminology, such as renew, hold, online resources and online catalog	Refer to HISD Librarian’s Handbook HISD Online Resources HISD Libraries	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Technology Applications: 126.3.4A- Apply electric search strategies in the acquisition of information. 126.3.4B- Select strategies to navigate and access information on LANs and WANs.
5.A.10 Use the online catalog and keyword, author, title, and subject searches to locate materials	Online Scavenger Hunt § Library Treasure Hunt	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Language Arts: 110.5.13C use multiple sources to locate information relevant to research questions.
5.A.11 Locate specific materials using the Dewey Decimal System	Dewey and the Decimals by Paige Taylor. 1579500501 Stretchy Library Lessons by Pat Miller 1579500838 Dewey Web Quest DDS Matching Game DDS Concentration Dewey Decimal Apron Kit, KidsClick! Dewey,	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Math: 111.5.1B- Use place value to read, write, compare, and order decimals. 111.5.14A- Identify the mathematics in every day situations.
5.A.12 Identify and use the parts of a book to gather information, including glossary, copyright, index, table of contents, publisher, guide words, and title page .	Libeary Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA 0513020446 Guide Word Trees § Where Do I Find It? § Copyright date, Dedication	TAKS Reading #3: Use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.12B-Recoginze that authors organize information in specific ways.
5.A.13 Consider and list possible print and non-print sources for use in problem solving process, including dictionaries, nonfiction books, thesauri, encyclopedias, experts, atlases, magazines, newspapers, timelines, almanacs, CD-ROMs, and Internet resources	Library Resources Page Library Resources Page Teacher Handout Big6 #2 § Country Fact Finding § A Million Dollar Trip by Atlas § Almanac Jeopardy § Using Sources of Information How to Use an Almanac to Learn About the States § Periodical Documentation § Dictionary Treasure Hunt	TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts	Language Arts: 110.5.13C Use multiple sources to locate information relevant to research questions.
5.A.14 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes	Cause and Effect Stand Tall, Molly Lou Melon by Patty Lovell; Why the Chicken Crossed the Road by David Macauley Predicting Outcomes Giggle Giggle Quack by Doreen Cronin; The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer Fact and Opinion Fact and Opinion - Martin Luther King, Jr. Cause and Effect	TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts.	Language Arts: 110.5.10E- Use the text's structure or progression of ideas to locate and recall information. 110.5.10H- Draw inferences and support them with text evidence and experience. 110.5.10J- Distinguish fact and opinion in various texts. Social Studies: 113.7.5.2.B- Analyze the cause and effects of events.
B. Reading Literacy
Library Instructional Collaboration	Resources	TAKS Objectives	TEKS
The student is expected to:		The student will:	The student is expected to:
5.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information.	§ Let’s Act § Captive Audience § Poetry Fun	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.1A: Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate. 110.7.3A:Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works. 110.7.3B: Describe how the language of literature affects the listener. 110.7.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening. 110.7.9A: Develop vocabulary by listening to selections read aloud.
5.B.2 Explore culturally diverse works of various authors and illustrators.	Author Study § Authors and Illustrators	TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.	Language Arts 110.7.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening. 110.7.4B: Compares oral traditions across regions and cultures. 110.7.4C: Identify how language use such as labels and sayings reflects regions and cultures. 110.7.11D: Connects compares, and contrasts ideas, themes and issues across text. 110.7.14B:Determine distinctive and common characteristics of cultures through wide reading. 110.7.14C: Articulate and discuss themes and connections that cross cultures.
5.B.3 Select, read, and respond to materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts.	§ Exploring Literacy Genres in the Library § Ugly Book Contest § Biographies § Fractured Fairy Tales Hailstones and Halibut Bones: Using Color to Teach Adjectives	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.7A: Read regularly in independent-level materials. 110.7.7B: Read regularly in instructional-level materials that are challenging but manageable. 110.7.8A: Read classic and contemporary works. 110.7.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.7.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing.
5.B.4 Read or listen to, and understand, a variety of literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies	Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666 Folktale Webquest Cinderella Around the World Writing Webquest T-Chart (Compare and contrast two types of genre). Venn Diagram (Compare and contrast genre). "Family Feud", "$20,000 Pyramid" § Myths in our World § Word of Mouth § Fairy Folks and Fable Fools § Folk Literature	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.7A: Read regularly in independent-level materials. 110.7.7B: Read regularly in instructional-level materials that are challenging but manageable. 110.7.8A: Read classic and contemporary works. 110.7.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.7.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.7.12C: Identify the purposes of different types of texts such as to inform, influence, express or entertain. 110.7.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies.
5.B.5 Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards	Newbery and Bluebonnet posters. § Identifying Award Books § Newbery Award Books § Newbery Booko	TAKS Reading #1: The student will demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.	Language Arts 110.7.8A: Read classic and contemporary works. 110.7.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.7.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies.
5.B.6 Understand literary terms such as author, illustrator, fact, fantasy, fiction and nonfiction.	§ Fact or Opinion § Scavenger Hunt	TAKS Reading #3 Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.12F: Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms.
5.B.7 Distinguish the role of the author from the illustrator and recognize the style of various authors and illustrators.	Authors and Illustrators Where Is My Favorite Author?	TAKS Reading #3 Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.7.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.7.23A: Describe how illustrators’ choice of style, elements, and media help to represent or extend the text’s meaning.
5.B.8 Identify different versions of stories.	§ .Word of Mouth	TAKS Reading #2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.8A: Read classic and contemporary works. 110.7.12E: Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story. 110.7.24B: The student compares and contrasts print, visual, and electronic media such as film with written story.
5.B.9 Participate in various reading incentive programs.	§ Texas Bluebonnet Awards § HISD Name That Book § Accelerated Reader § Reading Counts	.	Language Arts 110.7.7A: Read regularly in independent-level materials. 110.7.7B: Read regularly in instructional-level materials that are challenging but manageable. 110.7.8A: Read classic and contemporary works. 110.7.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure 110.7.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing.
5.B.10 Use a variety of comprehension strategies to assist reading and understanding.	§ The Best Person Is… § Do You Really Mean That? § And the End Is? § Cause and Effect	TAKS Reading #2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.10A: Use his/her own knowledge and experience to comprehend. 110.7.10C: Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clue, and asking question. 110.7.10E:Use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information. 110.7.10H:Draw inferences such as conclusions or generalizations and support them wit text evidence and experience. 110.7.11A: Offer observations, make connections, react, speculate, interpret, and raise questions in response to texts. 110.7.13G: Draw conclusions from information gathered.
5.B.11 Understand simple story structure, including character, plot, setting, storyline, and conflict.	§ Elements of a Story II § Playing With Plot § Elements of a Story (Clear Creek)	TAKS Reading #2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.10E: Use the text’s structure or progression if ideas such as cause and effect or chronology to locate and recall information. 110.7.12G: Paraphrase and summarize text to recall, inform, or organize ideas. 110.7.12H: Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo. 110.7.12I: Find similarities and differences across texts such as in treatment, scope, or organization. Social Studies 113.5.25B: Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
5.B.12 Develop vocabulary through listening and reading.	Texas Bluebonnet Do You Really Mean That?	.	Language Arts 110.7.9A: Develop vocabulary by listening to selections read aloud. 110.7.9B: Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words.
5.B.13 Listen actively, critically, and purposefully to gain information, to solve problems, and for enjoyment.	See Librarian for books to support your classroom and unit needs. (Civil War) Cecil's Story by George Ella Lyon Story Map	TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.1A- determine the purposes for listening ; 110.5.3A- listen to proficient, fluent models of oral reading. 110.5.9A-develop vocabulary by listening to selections read aloud.
5.B.14 Read regularly in independent-level materials	Book Reports Ideas § Book Talk Genres § Ten Tips for Choosing a Book § Reading Interest	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.8B- select various sources when reading for information or pleasure.
5.B.15 Explore culturally diverse works of various authors and illustrators	§ Author Study § Authors and Illustrators	TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.	Language Arts: 110.5.8B- select various sources when reading for information or pleasure. 110.5.14B-determine distinctive and common characteristics of cultures through wide reading. 110.5.23A- describe how the illustrators' choice of style, elements, and media help to represent or extend the text's meanings.
5.B.16 Self-select materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts	§ Ten Tips for Choosing a Book § Section Review § Reading Interest	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.8- reading/ variety of texts.
5.B.17 Explore works from award lists, including Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards	Newbery and Bluebonnet posters § Baseball Trivia for The Raft § Book Talk, Bluebonnet Video or PowerPoint.	TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts	Language Arts: 110.5.8A- read classic and contemporary works.
5.B.18 Read or listen to, and understand, literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies	Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666 Folktale Webquest Cinderella Around the World Writing Webquest Folklore Genre Slide Show § T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) § "Family Feud", "$20,000 Pyramid § Who Are You? § Poetry Fun	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.8B-select various sources when reading for information or pleasure 110.5.12G- understand literary forms.
5.B.19 Recognize the distinguishing features and purpose of literary genre, including biography, autobiography, historical fiction, informational text, poetry, mystery, and science fiction	Learning about Books and Libraries, A Gold Mine of Games by Carol K. Lee. 157950051X Science Fiction Writing Activities T-Chart (Compare and contrast two types of genre) § Venn Diagram (Compare and contrast genre) § Who Are You? § Did It Really Happen § This Happened to Me! § Who Done It?	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.12C- Identify the purposes of different types of texts. 110.5.12D- Recognize the distinguishing features of genres.
5.B.20 Recognize and analyze plot, setting, problem resolution, and character traits	Brave Little Monster, by Ken Baker Setting - The Raft, by Jim LaMarche Characterization- Tops and Bottoms by Janet Stevens Story Elements Character traits	TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts.	Language Arts: 110.5.12H- Analyze characters. 110.5.12I- Recognize and analyze story plot, setting, and problem resolution.
5.B.21 Recognize and describe how the author's point of view or perspective affects the text	True Story of the Three Little Pigs by Jon Scieszka Point of View Informational Text, Point of View § What Was His Message?	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts: 110.5.12J- Describe how the author's perspective or point of view affects the text. Social Studies: 113.7.5.25D- Identify different points of view.
C. Research and Technology Applications
Library Instructional Collaboration	Resources	TAKS Objectives	TEKS
The student is expected to:	.	The student will:	The student is expected to:
5.C.1 Communicate effectively one-to-one and in group situations.	§ Film Review § Just Like Me § Television Decision	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Language Arts 110.7.5A: Adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion. 110.7.5B: Demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information. Technology Applications 126.3.8A: Use communication tools to participate in group projects.
5.C.2 Identify and use the parts of a book to gather information, including glossary, copyright, index, table of contents, publisher, guide words, and title page.	Library Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA 0513020446 § Guide Word Trees § Copyright date, Dedication	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Language Arts 110.7.12B: Recognize that authors organize information in specific ways.
5.C.3 Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators.	Online Database Matrix § Boolean Jelly Beans § Let’s Boogie	TAKS #3: Use a variety of strategies to analyze culturally diverse written text.	Technology Applications 126.3.2A : Use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. 126.3.4A: Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. 126.3.4B: Select appropriate strategies to navigate and access information and local area networks and wide area networks including the internet and intranet, for research and resource sharing.
5.C.4 Identify and define a specific problem or task for research, investigation or discussion.	Teaching Information & Technology Skills :the Big 6 in Elementary Schools. Michael Eisenberg . 0938865811 Big6 #1 Brainstorm initial strategy with "How to Select a Restaurant" Inspiration Software	TAKS Reading #1: Demonstrate a basic understanding of culturally diverse written texts.	Social Studies 113.7.27A: Use problem-solving 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.
5.C.5 Generate ideas or relevant questions as a basis for inquiry/research.	Defining a Research Topic Big6 #1 Brainstorm List § Inspiration Software	TAKS Writing #1: Composition	Language Arts 110.7.13A: Form and revise questions for investigations, including questions arising from interest and units of study. 110.7.21A: Frame questions to direct research. Social Studies 113.7.27A: Use problem-solving 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.
5.C.6 Select and use appropriate print and electronic sources, such as dictionaries, magazines, almanacs, thesauri, atlases, encyclopedias, experts, newspapers, timelines, nonfiction books, and Internet resources to gather needed information.	Online Database Matrix Big6 #3 & #4 Matrix of Resources § Create a Table § Is It True? § Star Readers § Country Fact Finding	TAKS Reading #3: Use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.9C: Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage. 110.7.13C: Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions. 110.7.19I: Select and use reference materials and resources. 110.7.21C: Take notes from relevant and authoritative sources as needed for writing, revising, and editing final drafts. Social Studies 113.7.5.27: Use problem-solving 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. Technology Applications 126.3.5A: Acquire information including text, audio, video, and graphics.
5.C.7 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes.	Cause and Effect Stand Tall, Molly Lou Melon by Patty Lovell; Why the Chicken Crossed the Road by David Macauley Predicting Outcomes Giggle Giggle Quack by Doreen Cronin; The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer Fact and Opinion Fact and Opinion - Martin Luther King, Jr. Cause and Effect	TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts.	Language Arts 110.7.10E: Use the text’s structure or progression if ideas such as cause and effect or chronology to locate and recall information. 110.7.10H: Draw inferences and support them with text evidence and experience. 110.7.10J:Distinguish fact and opinion in various texts. Social Studies 113.7.2B:Analyze the cause and effects of events prior to and during the American Revolution such as the Boston Tea Party.
5.C.8 Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams.	Big6 #4 Graphic Organizer	TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts.	Language Arts 110.7.13D: Interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams to address research questions. 110.7.23B: Interpret important events and ideas gleaned from maps, charts, graphics, and video segments. Social Studies 113.7.5.26D: Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
5.C.9 Analyze information to determine usefulness to problem solution and currency of information.	Big6 #4 § Trash and Treasure	TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts.	Social Studies 113.7.5.27A: Use problem-solving 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. Technology Applications 126.6.A: Apply critical analysis to resolve information conflicts and validate information. 126.3.6B: Determine the success of strategies used to acquire electronic information. 126.3.6C: Determine the usefulness and appropriateness of digital information.
5.C.10 Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts.	Big6 #4 & #5	TAKS Reading #1: The student will demonstrate a basic understanding of cul