Wayne RESA

Unit PlannerReading 5

OS/MAISA / Grade 5 / English Language Arts / Reading 5 / Week 10 - Week 14

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers build on their knowledge of determining importance, synthesizing and text structure in order to learn all they can about informational and narrative informational text?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fifth grade unit 3 Informational Reading, students read expository, narrative, and hybrid informational text.

 

In the first concept, Readers determine importance and synthesize when reading informational text; readers learn strategies that help them read for main ideas and supporting details and fit all the text together as they become experts on the text topics. This main idea work is on-going as readers take in each section, collecting main ideas and supporting details across text leading to summarizing information when talking with partners. As they read, readers will see the importance in previewing the text before reading, using text features to predict how information is organized, and think about subtitles as they study pages of expository text. Text features add additional information for readers to synthesize. Readers are expected to use a “boxes and bullets” note taking strategy to organize the information they’ve read and use their notes to talk with partners about their topics. Readers will learn to respond to text based on prior knowledge and life experiences and generate possible central messages as they summarize based on all that they have read and know.

 

In the second concept, Readers determine text structures and synthesize when reading informational text; readers use their knowledge of the way informational text is organized to notice descriptive, chronological, comparison, cause and effect and problem and solution structures within and across sections of text. Readers learn ways to take notes in service of understanding not only the text structure but also the content of what has been read. Readers acquire organizational strategies for explaining the content of their topics to their partners.

 

In the third concept, Readers problem solve when they encounter topic specific words; readers learn strategies for overcoming the challenges of solving unknown words and their meanings. Readers will look for parts they know, use synonyms and think about the context of the text in the midst of reading, in order to teach others about their topics.

 

In the fourth concept, Readers read narrative informational and hybrid informational texts; readers will learn ways to differentiate between narrative informational, hybrid informational and expository text, however, they will see that similar strategic work is required for understanding all types. Readers shift their focus from expository text to narrative informational and hybrid informational text. Readers will use what they know about text structures, expository text and narratives to read hybrid informational text. Readers will use what they know about reading narrative text to read and understand narrative informational text, including biographies and true action adventure stories. Readers will see that knowing how to study character brings strength in reading and understanding narrative informational text. Readers will study people, as they did characters, by noticing and thinking beyond the person’s actions, motivations, challenges and success. Readers will ultimately think about the big ideas the text is teaching and learn to retell their information interjecting their own inferences and thinking to synthesize all the information.

 

The building of these concepts and the students’ proficiency of strategy use depends on teaching in read aloud with accountable talk, mini-lesson, guided reading and strategy groups, one on one conference, and partner conferences.

 

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 5
Reading: Informational Text
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.
RI.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.
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
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.
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.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.5.7. 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.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
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.
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
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.
Reading: Foundational Skills
Fluency
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
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.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

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 determine importance and synthesize when reading informational text?
  2. How do readers determine text structures and synthesize when reading informational text
  3. How do readers problem solve when they encounter topic specific words?
  4. How do readers read narrative informational and hybrid informational texts?
Content (Key Concepts)

determine importance

problem solve domain specific vocabulary

recognize and use text structures

synthesize information

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Unit Assessment Tasks
Skills (Intellectual Processes)

Comparing and Contrasting

Determining Importance

Inferencing

Predicting

Problem-solving

Recognizing text structures

Synthesizing

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers determine importance and synthesize when reading informational text

Session 1 Readers preview the text before reading by paying attention to text features to tap prior knowledge

Session 2 Readers preview by carefully studying each page to put ideas together in order to make predictions

Session 3 Readers look closely at a text to determine main ideas and supporting details

Session 4 Readers think about the whole text and generate central messages

Session 5 Readers notice new information about the idea that was introduced and fit it into their thinking

Session 6 Readers gather as much information as possible and fit it all together by stopping to think

Session 7 Readers can become experts on a topic and teach others

Session 8 Readers use a repertoire of strategies to read and understand informational text

Session 9 Readers create responses to text that show revised thinking and share these claims with others

 

Concept II Readers determine text structures and synthesize when reading informational text

Session 10 Readers recognize descriptive structures and use them to organize thinking.

Session 11 Readers recognize chronological structures and use them to organize thinking

Session 12 Readers recognize comparison structures and use them to organize thinking

Session 13 Readers recognize cause and effect structures and use them to organize thinking

Session 14 Readers recognize problem and solution structures and use them to organize thinking

Session 15 Readers compare and contrast the overall text structures to synthesize text

 

Concept III Readers problem solve when they encounter topic specific words

Session 16 Readers determine the meaning of unfamiliar vocabulary words and phrases

Session 17 Readers use topic specific vocabulary words to teach others

 

Concept IV Readers read narrative informational and hybrid informational texts

Session 18 Readers distinguish between narrative informational, hybrid informational and informational text

Session 19 Readers use what they know about characters to study real people

Session 20 Readers use stories and information to uncover the important ideas narrative/hybrid informational text teaches

Session 21 Readers can move from retelling to inferential retelling

Session 22 Readers celebrate by sharing all they have learned on a topic, person or event

 

Lesson Plans
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
Pre/Post Jot Assessment
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