Reading and Writing with Social Studies Texts                

CCSS ELA /C3 (College, Career and Civic Life)  Alignment                                 5th grade

A Note to Teachers Regarding this Alignment:

The C3 (College, Career and Civic Life) Framework was created by the National Council of Social Studies, over 20 states and 15 affiliated agencies. It is built around four dimensions that focus on inquiry. The dimensions lay out expectations for student actions in planning inquiry, communicating, evaluating evidence and taking action. The content for this inquiry is not described in the Framework and is left to each state to decide courses of study within a grade level. The Framework instead, gives teachers a way to apply the key social studies disciplines.

The Framework connects with all CCSS ELA standards; however the NCSS views the three CCSS standards listed here as vital: Reading 1, Writing 7 and Speaking and Listening 1.

Our alignment focuses on the Dimensions and subsections that are relevant to all social studies articles on the DOGO news site. [1] For more information about the Framework, visit



Dimension 1: Developing Questions and Planning Inquiries

D1.1.3-5. Explain why compelling questions are important to others (e.g., peers, adults).

D1.4.3-5. Explain how supporting questions help answer compelling questions in an inquiry.


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson Plan Suggestions:

  • Read or  the original or article.
  • Read the .
  • Think about the questions that are asked. Why are these questions important to understanding the article?
  • Then, reread/ the article.
  • Stop and answer each question.
  • Use a quote from the article to support your answer.
  • Ask yourself, is this a compelling question, a supporting question, or neither? How do you know?
  • Write a sentence explaining your choice for each question.

  • Read or  the original or article.
  • Read the ,
  • Write a sentence explaining why this is a compelling question and why the answer is important.
  • Think: What supporting questions would help you to answer this question?
  • Write 2-3 additional supporting questions about the .
  • Explain how you chose to include these supporting questions, providing quotes from the text when necessary to show your reasoning.

  • Vocabulary Questioning Game
  • Read or  the same original or article as a classmate.
  • Play the .
  • Take turns giving each other a word from the .
  • Partner 1 says a word.
  • Partner 2 finds the word and reads the sentence from the article.
  • For example, in this article, “But based on other artifacts found in the area, they estimate it to be 3,700 years old.”
  • Partner 1 poses a question about the word.
  • Question example: Why do researchers use estimating to age artifacts?
  • Partner 2 answers the question, trying to use a quote or evidence from the article.
  • Answer example: According to the article, “The researchers could not determine the exact date of the comb.”, so they had to use artifacts from the area they already knew about. I think this happens in other archaeology digs, too.  
  • Partner 2 gets 2 points for using a quote and 1 point for answering without a quote.
  • Trade roles.
  • Keep playing until all of the words have been used.
  • Count up points.



Dimension 3: Evaluating Sources and Using Evidence

D3.4.3-5. Use evidence to develop claims in response to compelling questions.

Dimension 4: Communicating and Critiquing Solutions

D4.1.3-5. Construct arguments using claims and evidence from multiple sources.

D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.


Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


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

Lesson Plan Suggestions:

  • and Arguments
  • Read or  the same original or article as a classmate.
  • Take the .
  • Make a chart with 4 columns. List all of the words, based on their part of speech.
  • Reread/ the article.
  • Click on each word as you read it.
  • A dictionary and thesaurus tool will pop-up.
  • Scroll down to “Related Forms”.
  • Note: Not all dictionary entries contain this section. Skip the word if missing.
  • Read the related forms and record them in your chart.
  • For example, the word massive  lists massively (adjective) and massiveness (noun).
  • Read the  question with your classmate.
  • Take a few minutes to reread/ the article and underline or record your ideas to answer the  question.
  • Discuss your answers, using quotes and evidence from the text to support your ideas and inferences.
  • Refer to your chart and try to use the new vocabulary, in any form.
  • Put a checkmark next to the words each time you use one.
  • After your discussion, count your checkmarks to see who used the most words.
  • On your own, write a paragraph supporting your claim related to the  question, using the quotes, evidence and vocabulary from your discussion with your classmate.

  • , Quotes and Compelling Questions
  • Read or  the same original or article as a classmate.
  • Take the .
  • Choose 3-4 questions from the quiz to focus on.
  • Record them in column 1 of a 3-column chart to quiz a classmate.
  • Column 1: question
  • Column 2: Quote from article
  • Column 3: Compelling question
  • Find a quote that provides evidence to support your answer. Record it in column 2.
  • Do not align the questions with the quotations.
  • Write a compelling question in column 3 that connects to each question you chose.
  • Do not align the questions to the quotations.
  • Give your paper to a classmate. They must match all three parts, question, quote and compelling question.



(choose 3-4 and record them here)


(find quotes that answer the question)

Compelling Question

Question 3

“Question 5 answer”

Compelling Question 3

Question 5

“Question 3 answer”

Compelling Question 6

Question 6

“Question 6 answer”

Compelling Question 5

  • Check their work.
  • Talk about any mistakes.



Dimension 4: Communicating and Critiquing Solutions

D4.3.3-5. Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

D4.4.3-5. Critique arguments.

D4.5.3-5. Critique explanations.

CCSS.ELA-LITERACY.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.

Lesson Plan Suggestions:

  • Using
  • Read or  the original or  article.
  • Read the question.
  • Find the sentence in the article. Reread the paragraph it is in and answer the question, giving support for your answer.
  • Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
  • Write a claim sentence based on your thinking.
  • Find support for your claim in the article, underline or record it.
  • Write a few sentences explaining how the quote supports your idea, use the vocabulary word in your explanation.
  • Trade writing with a classmate to critique your claim and explanation.
  • Talk to your classmate about their critique. Answer any questions and provide explanations for your ideas.

  • Group Debate
  • Read or  the same original or  article as 2 or more students in your class.
  • Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
  • Work with your group to write a claim about your thinking.  
  • If you disagree, ask clarifying questions to learn more about your classmates’ ideas.
  • Reread/ the original or  article.
  • Highlight or record sentences and text features that support your group’s claim.
  • Meet with your classmates.
  • Take turns sharing your evidence. Note any new evidence shared by your classmates.
  • Debate another group in your class.
  • Group 1 shares their claim.
  • Group 2 asks clarifying questions.
  • Group 1 supplies evidence and quotes to support their thinking.
  • Trade roles.

[1] Dimension 2: Applying Disciplinary Concepts and Tools dives deep into topics like economics, history and geography and thus is left out of our alignment because it can not be applied universally. A section of Dimension 4: Taking Action isn’t present either. DOGO articles may serve as a catalyst for informed action, however the activities here do not meet these expectations. For more information about aligning to these Dimensions and about the Framework, visit