Wayne RESA

Unit PlannerReading 5

OS/MAISA / Grade 5 / English Language Arts / Reading 5 / Week 5 - Week 9

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers develop strategies to build theories about their character's in order to infer, interpret, compare and contrast and reflect on their characters experiences ?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fifth grade unit 2 Interpreting Characters, students read fictional texts.

 

In the first concept, Readers build theories about characters and use text to support their ideas; readers learn strategies for stepping inside and outside of their text to grow theories about their characters. Readers will learn to pay attention to the actions, choices, and treatment and behaviors of characters and ask what these details reveal about their characters. Readers will consider the objects that characters hold close and learn to look for patterns in their notes as a way to add to their developing theories of characters.

 

In the second concept, Readers move from inference to interpretation; readers continue to grow theories as they read forward while revising or confirming thinking as they gain new details from the text. Readers use characters struggles and challenges to learn more about their characters and nudge their theories to more complex thinking with the support of language prompts. Readers will pay attention to the recurring themes in their text and see these and recurring details as another path to adding depth to their growing theories.

 

In the third concept, Readers compare characters within and across texts; readers consider how two different characters within and across different text are alike in situations, behaviors and roles. Readers will compare the challenges characters face and use these comparisons to help them deepen their understanding for each character. In partnerships, readers will use questioning as a strategy to help grow their own thinking and that of their partner.

 

In the final concept, Readers take time to reflect on stories and on their own reading lives to grow; readers revisit recurring themes in an effort to lead them to lasting thoughts about a story. Readers, additionally, will analyze their own thinking by revisiting notes, jots and flags to determine their individual strengths and goals.

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 5
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.5.3. 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).
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
6. Assess how point of view or purpose shapes the content and style of a text.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Reading: Foundational Skills
Phonics and Word Recognition
RF.5.3. 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.
Fluency
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
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.5.1a. 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.5.1b. Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

 

Unit Level Standards

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

 

What is Universal Design for Learning (UDL)?

 

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.


Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

 

© CAST, 2013

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. How do readers build theories about characters and use text to support their ideas?
  2. How do readers move from inference to interpretation?
  3. How do readers compare characters within and across texts?
  4. How do readers take time to reflect on stories and on their own reading lives to grow?
Content (Key Concepts)

connecting

developing theories

empathizing

envisioning

growing ideas

noticing details

predicting

reflecting on theories

revising theories

 

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analysis

Application

Compare/Contrast

Inference

Organization

Revision

 

 

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers build theories about characters and use text to support their ideas

Session 1 Readers step inside and outside of the story to build theories about characters

Session 2 Readers pay attention to the actions and choices of characters to reveal what they are like

Session 3 Readers pay attention to the way other characters treat the main character to learn more

Session 4 Readers notice when characters act in surprising ways and think about what this reveals about them

Session 5 Readers use precise, exact words to describe characters action

Session 6 Readers think about what they learn from the objects a character holds close

Session 7 Readers search for patterns in their notes to nudge thinking about characters

 

Concept II Readers move from inference to interpretation

Session 8 Readers continue to read with their theories in mind and revise or confirm thinking

Session 9 Readers pay attention to character’s struggles/challenges and see them as turning points

Session 10 Readers use prompts to develop complex ideas about characters

Session 11 Readers pay attention to recurring themes and details in stories to grow deeper theories

 

Concept III Readers compare characters within and across texts

Session 12 Readers compare how characters and their situations are alike

Session 13 Readers compare how characters face their challenges and overcome them

Session 14 Readers uncover characters in parallel roles and compare them to learn more

Session 15 Readers nudge themselves and others to make deeper comparisons between characters

 

Concept IV Readers take time to reflect on stories and on their own reading lives to grow

Session 16 Readers use recurring themes to lead them to lasting thoughts about a story

Session 17 Readers analyze their own reading and thinking to determine strengths and goals

Lesson Plans
Resources

Professional Resources

  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
  • Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
  • Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
  • Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 5. Portsmouth, NH: Heinemann.
Resource Materials Packet
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