In this unit, students will analyze why and how individuals, events, or ideas develop and interact over the course of a text. They will also analyze structure of texts and how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Students will have opportunities to report on a topic or text orally in order to practice their speaking and listening skills. By the end of the unit, students will have gone through the writing process to compare and contrast a character’s struggle to one in his/her own life.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will analyze how and why individuals, events, or ideas develop and interact over the course of a text. RI.1.3 RL.1.3
Students will analyze the structure of texts, including how specific portions of the text relate to each other and the whole. RI.2.5 RL.2.5 / Suggested Essential Questions to Choose From
How does structure help you to understand a text?
What information in the text shows how the individuals/events/ideas are related?
What details in the text show how the characters/settings/events are similar or different?
Published Product
Use what you know about Ba from the story, The Lotus Seed, to create a narrative describing how she develops or changes during her first few days in America. Be sure to describe the events she encounters these first few days and how they contribute to her development. Use effective technique, descriptive details, and clear event sequences to develop your story. . / Focus Writing Standard
5.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
5.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.2.4 (DOK 3) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3)
5.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5)
5.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
5.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
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]”).
5.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
5.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SPEAKING AND LISTENING:
5.SL.1.1 (DOK 3) 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.
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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
5.SL.1.2 (DOK 2) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.2.6 (DOK 2) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3)
READING:
5.RL/RI.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
5.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RL.3.7 (DOK 3) Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem)
• Define analyze
• Identify multimedia and visual elements
• Recognize meaning, tone and beauty
• Analyze how visual elements contribute to meaning, tone, and beauty
• Analyze how multimedia contributes to meaning, tone, and beauty
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
5.RI.3.7 (DOK 2) 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.
•Obtain information from sources.
•Recognize digital sources.
•Identify problem solving steps.
•Collect information/data.
•Locate an answer or solve problem efficiently from various print and digital sources.
•Organize information to answer efficiently.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
6th: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
5.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas, poetry, and 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.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
5.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Focus Reading Standards
5.RI.1.3 (DOK 3) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- Define relationships and interactions
- Explain the relationships or interactions between individuals, events, ideas, and concepts
- Use specific information to support the relationship between individuals, ideas, and concepts
6th: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
5.RL.1.3 (DOK 2)Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)
•Define terms: compare and contrast
•Identify character, setting, and or event
•Identify similarities of characters, settings, or events
•Identify differences between characters
•Compare characters, setting, and events by presenting details from the text
•Contrast characters, setting, and events by presenting details from the text
4th: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)
6th:Determine how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
5.RI.2.5 (DOK 4) Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts
•Determine the overall text structure
•Describe the overall text structure
•Compare/ contrast the overall structure of events, ideas, concepts or information
4th:Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
6th: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
5.RL.2.5 (DOK 3) Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem
•Explain how a series of chapters, scenes, and stanzas fit together
•Explain how chapters, scenes, and stanzas provide overall structure
4th: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text
6th:Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Speaking and Listening Standards
5.SL.2.4 (DOK 2) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. / Language Standards
5.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate fluent and legible cursive writing skills.
b. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
c. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d. Use verb tense to convey various times, sequences, states, and conditions.
e. Recognize and correct inappropriate shifts in verb tense.
f. Use correlative conjunctions (e.g., either/or, neither/nor).
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension). These are suggested texts. Other stories at the same lexile level may be used.
Weeks 1-3:
- The Lotus Seed
- Chinese Americans
Published Product
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as your district login.
Reading Rainbow/ Lotus Seed
Ready Florida Lessons (unit assessment): 5 & 6 pages 58-60
4a & 4b pages 32-34
16 pages 172-174
12 & 13 pages 135-138
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 4-5 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards. Some literary tasks may only address part of a standard. The purpose behind this is to help students engage in scaffolded tasks, helping them to practice the skills required to master the full intent of each standard.
5.RI.1.3 and LAFS.5.SL.2.4 After reading ______, explain/discuss how______’s relationship with ______influenced his actions and decisions later ______?
5.RL.1.3After reading ______, write a constructed response explaining how ______differs from ______. Use specific details from the text to support your claim.
5.RL.1.3Use a graphic organizer/Thinking Map to contrast how ______differs ______. Include specific details from the text.
5.RI.2.5______and ______present information about ______. Create a T-chart to identify thedifferent text structures of both pieces of texts. Have a collaborative discussion on how the text structure guides your understanding of the events, ideas, and concepts within the story. Use details from the text to support your response.
5.RL.2.5After reading ______and ______, explain how the ______. How did ______contribute to the overall structure of the text?
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
RL.1.3 (DOK 2) and RI.1.3 (DOK 3)
- What is the relationship between __and__?
- What ideas justify the connection to __?
- Describe the interaction between __ and __?
- What details does the author provide to support the relationship __?
- What details from the text support__?
- What details does the author use to support his/her claim?
- What similarities/differences exist between (characters, setting, and events)?
- How do the similarities/differences impact the text/event?
- How does the character change throughout the text?
- How does the author convey this change?
- How can you make a distinction between …?
- What text structure does the author employ?
- How did the author describe/explain___?
- How does the structure of the text compare to___?
- Which text was more effective in explaining events/ideas/concepts/information?
- Did text structure impact the effectiveness of the text? Use examples from the texts to support your opinion.
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 5/24/16