Standard: RI 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources-Main idea/details and examples
-Use author’s name or expressions like “the author states” or “in the author’s opinion” when quoting
-Cite specific examples to support inferences
-When inferring, cite what the author said to lead to the conclusion
Define:
evidence
inference
quote
Prerequisites:
How to write quotations
Main idea/detail / Jot dots/text coding/highlighting
Circle map for main idea/detail
Cornell notes?
Sentence frames “The author states ____” or “In the author’s opinion, ___”
Cooperative discussions
Inference map
Anchor chart on quoting / Articles (electronic, etc.)
Wonders (Time for Kids)
Scholastic News, etc.
Science/SS Books
Reading/writing project website
Ed1Stop
Standard: ______
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Standard:_RI 5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Essential Skills/Concepts / Teaching Notes/Strategies / Resources-Main ideas
-Details that support
-Summarize
-Analyze the details and how they support (explain, example, describe, more information)
Define:
Summarize
Key detail
Support / Assign short summaries
Circle map/tree map
Jot dots sorted into a tree map
Other text coding (worm book)—which details support what main idea?
Deconstructing a summary / Summary packet from afterschool writing training
Social studies/science books
(connect the interactive text to regular textbook as a summary)
Wonders (Time for Kids)
Articles
Reading/writing project.com website
Ed1Stop
Back of informational books or inside flap
Standard: ______
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Standard:_RI 5.3__RC 2.2
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.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesMain idea/details
Read complex text in content areas
Text structures:
Compare/contrast
Sequence
Cause/effect
Problem/solution
Proposition/support (MI/detail)
Define:
Events
Individuals
Ideas
Concepts
relationship / Double-bubble map
Jot dots
highlighting
Timelines
Thinking maps for cause/effect, compare/contrast, sequence (flow)
Anchor charts
Close reading skills
Collaborative conversations
Ex: 2 historical figures
2 historical events / See RI 5.2
Science—how are the body’s systems connected
History—different colonies, Indians, geographical locations
Standard:_RI 5.3__RC 2.2
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.
Identify the main ideas and details of the individual, event, idea or concept in the text.
Where in the text does the author indicate what the results of these events has been?
Use a thinking map to compare/contrast, show cause/effect, sequence.
How would you summarize?
How are ___ and ___ the same/different?
What was the result of ______?
What conclusions can you draw?
What would happen if…?
How is _____ related to ______?
What information did you use to determine the relationship?
Explain the relationship between ____ and ____.
How has the interaction between these 2 ______affected us today?
Use the relationship between these 2 _____ to write a persuasive argument.
Standard:_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.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesApplication of language standards 4-6 in reading
- Context clues
- Prefix/suffix
- Roots
- Reference materials
- Synonym/antonyms
- Figurative language
- Multiple-meaning words
Relationships of words / Board Language
--separate skills under language
--use in reading comprehension
Anchor chart for strategies
Tab in Smart Book
--text lift tab
Reciprocal teaching
Pictorial input
Frontloading
Guided language acquisition development (GLAD) / Social studies
Science
Standard: ______
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Standard:_RI 5.5
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.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesText Structure:
-compare/contrast
-cause/effect
-chronological
-proposition/support (MI/Details)
-problem/solution
Signal Words
Be able to compare and contrast two articles
Determine how effective is each structure the author chose to use / sentence frames
signal words
thinking maps
anchor charts
Smart Books with tabs / Multiple articles on the same topic by different authors
Wonders
Current events (motivating)
Standard: ______
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Standard:_RI 5.6__
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesCompare/contrast
Main idea/details
Define:
Account—“a description of an event or experience”
Firsthand
Secondhand
Point of view / Collaborative conversations
Jot dots
Double-bubble map
Role play point of view
Debates
Role play events from the playground / Fight on the playground
Debate on patriots/loyalists
Different articles on same topic with 2 different points of view (on-line)
Journal entries from history
(Williamsburg)
Ruby Bridges Autobiography in Treasures and on-line article called “The Black Past—Remembered and Reclaimed” about Ruby Bridges (two different points of view)
Standard: ______
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Standard:_RI 5.7_WS 1.3
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesSkills:
Atlas
Glossaries
Encyclopedia
Use Website/search engines: google, Bing, Wolfram alpha
Wikipedia
Dictionary.com
How to search (key words)
How to skim/scan
Determine if a source is credible
Summarize
Synthesize / Know search engines and how to search (key terms) and enter a question—model, practice
Connect print to digital resources
Anchor chart key for search engines
Credible sources—multiple source verification affiliated with a university—evaluate
Collaborate with computer teacher
Living chart with questions
Direct instruction on how to search
Scavenger hunt
Question board—sources then synthesize for research report / Doc camera hooked to computer and LCD Projector
Computer Lab
Print sources of reference materials
Professional Development around technology
Web quest.org
“Tree Octopus” to teach about credibility (online resource)
Standard: ______
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Standard:_RI 5.8
Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point(s).
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefine:
Cite evidence
Support
Reasons
The difference between reasons and evidence
Main idea/details
Point of view
Fact/opinion
Author’s claim format:
- Author makes a claim
- Supports with evidence
- Explains with reasons
Highlighting—color code claim and reasons
Mentor text
Smart Books
Graphic organizers
Anchor Chart with steps and text lift underneath format (see format ---)
Deconstruction / Mentor—persuasive essays or articles
Digital resources
Grd 3 “Solution to Pollution” in Treasures Anthology
Standard:_RI 5.8
Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which point(s).
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Standard:_RI 5.9_
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesApplication of RI 5.1-5.8:
- Main Idea/Details
- Compare/contrast
- Cite evidence
Writing a report synthesizing info from several texts
Decide (determine) important and/or significant details / Note taking methods
Thinking maps to organize ideas
Research reports
Cooperative group presentations
Smart books to organize
Living charts
Discussion cards / Thematic resources
Lexile-leveled text
Regional reports (Heidi Hahn, Stoneman)
State reports
Standard: ______
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Standard:_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.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesAccess Point #4
Apply Standards RI 5.1-5.9
Read with a purpose
Understand what is read
Contribute to the group
Work in partners / Teacher prompts and supports at high end of the range
Explicit instruction in standards 1-9
Literature circles
Group reads
Partner work
Collaborative discussions
Pictorials
Note taking
Small Group instruction for support / Various informational text
Appendix B
Reading/writing project website
Read Naturally
Leveled Books
Standard: ______
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