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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Fifth Grade

Reading Literature & Informational Text

Critical Content

Power Standards

  • Develop an answer to a question or solve a problem by drawing inferences from the text and using explicit text evidence. (RL & RI 5.1, 5.7 & SL 5.4)
  • Analyze and integrate information from several sources in order to display supported knowledge of the topic/concept when speaking or writing. (RL & RI 5.5, 5.9)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Determine and use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) to help understand difficult, complex text
  • Develop answers to questions and solutions to problems
    • Identify the central question or problem in order to strategize and plan for reading/researching
    • Quote accurately from the text to explain what the text says
    • Read closely and find answers explicitly in text and answers that require an inference to find the answer
    • Quote accurately from a text to defend an inference or analysis (“based on what I’ve read, it’s most likely true that…”)
    • Locate and determine which reasons and evidences support which point in a text
    • Use relevant information from various types of resources to answer questions and solve problems quickly and efficiently
  • Analyze and integrate information from several sources
    • Describe the characteristics of text structures such as chronology, comparison, cause/effect, and problem/solution
    • Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts
    • Identify and use the information found in the visual elements in a text
    • Analyze how visual elements add meaning, create tone, and/or contribute to the beauty of a text
    • Recognize and identify that authors use various formats when presenting information (e.g., graphs, pictures, diagrams, charts, media clips)
    • Objectively summarize what a text says highlighting key points, explicit text evidence and no opinions or feelings
    • Locate relevant and important information from several texts on the same topic
    • Determine the most important and relevant information on a topic using evidence from multiple sources
  • Analyze details in a text (e.g., how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author’s overall message)
  • Identify similar themes and topics found in stories from the same genre
  • Compare and contrast stories in the same genre in terms of how that treat a similar theme or topic
  • Determine two or more main ideas of a text and describe how they are supported by key details
  • Compare and contrast two or more characters, setting, or events in a story using explicit details from the text
  • Describe how individuals, ideas, and events within a scientific, or technical text are connected

*”text” refers to any content introduced through written text, audio, visual media (charts, graphs, diagrams, pictures, video, web pages, etc.)

*”explicit evidence” includes direct quotes, graphic details, paraphrasing, summary of author’s words/ideas

 

Additional Critical Content

  • Language Development
    • Use various strategies (e.g., context clues, root words, affixes, accessing resources) to determine the meaning of words and phrases
    • Identify, explain, and use various forms of figurative languages (e.g., simile, metaphor, personification, alliteration, onomatopoeia)
    • Identify the differences between and the purpose of using literal language and figurative language
  • Explain and analyze narrative text using story elements, point of view, and theme
    • Determine a theme of a story, drama, or poem from details in the text
    • Recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems
    • Explain how chapters, scenes, and stanzas fit together to form stories, dramas, or poems
    • Identify basic narrator/author points of view as: first person, second person, or third person
    • Determine an author’s perspective on a topic and explain his/her purpose for writing the text
    • Analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text

 

Concept-Based Connections

Essential Understandings

  • Effective readers use a variety of strategies to make sense of key ideas presented in text.
  • Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.
  • To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats.
  • Students who are college and career ready read and interpret a variety of complex tasks with confidence and independence.

 

Factual Guiding Questions

  • What do good readers do?
  • What are the strategies good readers use when he/she doesn’t understand what is being read?
  • How do good readers make relevant and supported inferences
  • What makes a resource credible?
  • What is theme?
  • What are the elements of a plot?
  • What are different structures found in fiction and non-fiction texts?
  • What is the difference between citation, quote, paraphrase, and plagiarism?
  • What is the difference between what the text explicitly say and what the text implies?

 

Conceptual Guiding Questions

  • How does a reader monitor his/her own comprehension?
  • What makes some text evidence better than other text evidence?
  • How does the author’s point of view influence the reader’s understanding?
  • What happens to a reader’s ideas as he/she reads various resources on the same topic?

 

Engaging/Debatable Guiding Questions

  • What makes a story “great”?
  • Why is using more than one source a better way to do research?
  • How much information is sufficient?
  • Is it possible to have an incorrect inference?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Comprehension
  • Main idea
  • Sequence of ideas
  • Supportive details
  • Inference
  • Predicting outcomes
  • Drawing conclusions
  • Recognizing emotions
  • Seeing cause and effect
  • Distinguishing fact from fiction
  • Recognizing propaganda
  • Self-monitoring

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • Linear deductive discourse pattern
  • See critical and additional content

 

Spanish language specific

  • Table of contents located in back of many Spanish texts
  • Dialect
  • Idiomatic expressions
  • Figurative language
    • Alliteration
    • Metaphors
    • Similies
  • Narrative story structure
  • Cognate patterns
  • Nouns, adjectives, infinitive verbs, adverbs
  • ApĆ³cope (abbreviations) and contractions
  • Latin and Greek roots
  • Specific affixes
  • Word structures (nouns, verbs)
  • Adjectives, comparatives, and superlatives (bueno, mejor que, el/la mejor)
  • Word patterns
  • Understand speech-print connections between sounds and symbols
  • Decoding accent marks appropriately
  • Heed punctuation
  • Phrasing
  • Expression
  • Fluency
  • Syllabication
  • Asonante consonante
  • Verb conjugation and inflection
  • Verb and adjective gener and number agreement
  • Irregular verbs
  • Code-switching
  • El/La (articles that reflect number and gender)
  • Word order patterns
  • Cognates
  • Dialects (regional dialects)
  • Tildes

 

English language development

  • Linear deductive discourse pattern
  • Background knowledge to make sense of and communicate what they see and what they read
    • Prior knowledge of English language
    • Use the first language to help with L2
    • Metalinguistic awareness
  • Build academic oral-language foundation
  • Build basic interpersonal language foundation
  • Contextualized and authentic language/literacy

 

Russian language specific

  • Discourse pattern: Situational, always changes; sometimes one way, next time rearrange story and give different version; may appear to others to be inconsistent because of changes in discourse pattern

 

Polish language specific

  • Discourse pattern reflective of Polish culture

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Reading response journals
  • Anecdotal records during 1-1, small group, whole class discussions and/or short writing prompts:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Provides focused answers to questions and gives relevant and explicit text evidence as support
    • Identification of main ideas and important supporting details
    • Supports inferential thinking with explicit text evidence from multiple sources
    • Defends why some evidence is better than other evidence
  • Students use of text structures graphic organizers (chronological, compare/contrast, cause/effect, and problem/solution)

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Produce answers to questions supported by explicit text evidence
  • Produce solutions to complex problems using explicit and supportive text evidence
  • Create an analysis of a topic or idea using information and explicit text evidence from multiple, credible sources