Becoming a Close Reader and Writing to Learn
Grade Level: 5th
Subject: ELA
Time Frame: Quarter 1- 8 weeks
Essential Questions
Speaking and Listening
- how can we actively listen when working in a group?
- why is it difficult to accept someone else's point of view?
- how is eye contact used to persuade others who are listening?
- when is it important to use volume as a tool for communication?
- why is it difficult to accept someone else's point of view?
- what can speakers do to make people want to listen to what they have to say?
- how does body language tell a speaker that he/she is having the desired effect on the audience?
Reading
- How do readers adjust reading strategies to better understand different texts?
- How are literary texts similar, and how are they different?
- Why does point of view matter? How does it contribute to conflict? How can understanding point of view reduce conflict?
- How do the visual and/or multimedia elements contribute to the meaning of a text?
- How and when do readers adjust reading strategies to better understand different types of text?
- What text features are most helpful and why? How do text features help readers access information?
- Why do authors use specific text features to convey a message?
- Why is it important to draw on information from multiple resources?
- How does our understanding morphology help us effectively decode and understand multi-syllabic words?
- How might context clue support us in understanding an unknown word?
- What is the difference between literary and figurative language?
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Writing
- What is the purpose of writing for different audiences?
- How do we select evidence to best support our claims?
- What is the purpose of writing for different audiences?
- How do we write to effectively explain complex topics?
- How do we use text features to convey meaning?
- How does a writer effectively structure a narrative?
- How do transition words help readers?
- How do we create visuals based on research?
- How do we cite our research?
Language Usage
- How can the use of correct vocabulary, grammar, usage, and mechanics add clarity to writing?
- How can various tools help a writer edit and revise written work?
- What do authors do to ensure they have a topic and supporting details?
- How do graphic organizers or planning guides increase the effectiveness of a writer?
By the end of the unit, students will know/be able to:
Speaking and Listening
• I can effectively engage in a discussion with my peers.
– I can prepare myself to participate in discussions.
– I can follow our crew norms when I participate in a conversation.
– I can ask questions so I’m clear about what is being discussed.
– I can connect my questions to what others say.
– I can explain what I understand about the topic being discussed.
• I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate.
Reading
• I can explain what a text says using quotes from the text.
• I can make inferences using quotes from text.
• I can determine a theme based on details in the text.
• I can summarize a literary text
- I can compare and contrast literary elements using details from the text (two or more characters’ points of view, settings, events).
• I can determine the meaning of literal and figurative language (metaphors and similes) in text.
- can explain how a series of chapters, scenes of stanzas fit together to create a larger literary text.
- I can describe how a narrator’s point of view influences the description of events
• I can compare and contrast stories in the same genre for approach to theme and topic
• I can make connections between texts and ideas to comprehend what I read
• I can explain what a text says using quotes from the text.
• I can make inferences using quotes from the text.
• I can determine the main idea(s) of an informational text based on key details.
• I can summarize an informational text.
• I can explain important connections between people, events, or ideas in a historical, scientific, or technical text accurately.
• I can support my explanation using specific details in the text.
• I can determine the meaning of academic words or phrases in an informational text.
• I can determine the meaning of content words or phrases in an informational text.
• I can accurately synthesize information from multiple texts on the same topic.
• I can read fifth-grade level texts accurately and fluently to make meaning.
– I can read fifth-grade texts with purpose and understanding.
– I can read fifth-grade texts with fluency.
– I can use clues in the text to check my accuracy.
– I can reread to make sure that what I’m reading makes sense.
Writing
• I can use the 6+1 traits to write informative/explanatory texts.
– I can write an informative/explanatory text that has a clear topic.
– I can group supporting facts together about a topic in an informative/explanatory text.
– I can use text, formatting, illustrations, and multi-media to support my topic.
– I can develop the topic with facts, definitions, details, and quotations.
– I can use linking words and phrases to connect ideas within categories of information (e.g., in contrast, especially).
– I can use contextually specific language/vocabulary to inform or explain about a topic.
– I can construct a concluding statement or section of an informative/explanatory text.
• I can use the 6+1 traits to write narrative texts.
– I can introduce the narrator/characters of my narrative.
– I can organize events in an order that makes sense in my narrative.
– I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters.
– I can use transitional words, phrases, and clauses to show passage of time in a narrative text.
– I can use sensory details to describe experiences and events precisely.
– I can write a conclusion to my narrative.
• I can produce clear and coherent writing that is appropriate to task, purpose, and audience.
• I can use the writing process to produce clear and coherent writing (with support).
• I can document what I learn about a topic by sorting evidence into categories.
• I can choose evidence from fifth-grade literary or informational texts to support analysis, reflection and research.
– (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].”)
– (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].”)
– I can write for a variety of reasons.
Language Usage
• I can use conventions to send a clear message to my reader.
– I can what conjunctions, prepositions, and interjections are and how they’re used in sentences.
– I can use the perfect verb tenses. (e.g., I had walked; I have walked; I will have walked)
– I can use verb tense to convey various times, sequences, states, and conditions.
– I can identify an inappropriate shift in verb tense.
– I can correct an inappropriate shift in verb tense.
– I can use correlative conjunctions. (e.g., either/or, neither/nor)
• I can use conventions to send a clear message to my reader.
– I can use punctuation to separate items in a series.
– I can use a comma to separate an introductory word or phrase from the rest of the sentence.
– I can use a comma to set off the words yes and no (e.g., Yes, thank you).
– I can use a comma to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?).
– I can use a comma to indicate direct address (e.g., Is that you, Steve?).
– I can use underlining, quotation marks, or italics to indicate titles of works.
– I can spell grade-appropriate words correctly.
– I can consult reference materials to check and correct my spelling
• I can my knowledge of language and its conventions when writing, speaking, reading, or listening.
– I can use a variety of sentence structures in my writing.
– I can compare and contrast the varieties of English (e.g., dialects, registers) used in different kinds of texts (e.g., stories, dramas, poems).
• I can use a variety of strategies to read grade appropriate words and phrases I don’t know.
– I can use what the text says (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase.
– I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means. (e.g., photograph, photosynthesis)
– I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation and meaning of key words and phrases.
• I can analyze the meaning of figurative language.
– I can interpret the meaning of simple similes in context.
– I can interpret the meaning of simple metaphors in context.
– I can explain the meaning of common idioms.
– I can explain the meaning of common adages.
– I can explain the meaning of common proverbs.
– I can use relationships between words (synonyms, antonyms, and homographs) to help me understand words.
• I can accurately use fifth-grade academic vocabulary to express my ideas.
Assessments
• In-text Vocabulary and Common Prefixes
• Reading/writing analysis of a chosen article
• Comparing and Contrast How Two Characters Respond to Challenges
• Evaluating the Strengths and Limitations of a Novel versus a Script
• Readers Theater Script
Topics
• Building background knowledge
• Vocabulary
• Analyzing firsthand
• Connecting information with literature
• Point of view in a literary text and learning new vocabulary
• Figurative language and themes
• Gathering evidence to create a poem
• Planning, writing critiques, reflection, and revision
• Narratives as Theater: what is Readers Theater?
• Performing a Readers Theater
• Identifying Theme: connecting passages from two different texts
• Drafting individual Readers Theater scripts for a specific scene
• Our group Readers Theater: refining group scripts and practicing performance
Common Core Standards:
RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.9, RL.5.11
RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.9
RF.5.4
W.5.2, W.5.3, W.5.4, W.5.5, W.5.8, W.5.9, W.5.10
SL.5.1, SL.5.2
L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6