Did this book remind you of anything in your life? Any other books you’ve read? Did the character (s) remind you of anyone you know? What is ____ (character) like? What in the text made you think that? Summarize what you have just read. DRA Level 40 Is the theme or big idea similar o other books you have read? Give examples. How have the characters influenced each other? How does the author reveal the character (s)? How does the reading this genre different from other genres? What connections did you make? How did that help you as a reader? Summarize what you read. What was the author’s purpose in writing this text? Theme? Main ideas? DRA Level 50+ How would the story change if it were written in a different place or time? What do you know about this culture? How did that help you understand the story? What does this mean? What symbolism is used? What is the theme of the book? Is there more than one theme? What evidence in the story supports your theme? What is the main idea of this informational article? What are the supporting details? Summarize what you read DRA Level 60 Is there more than one plot? Explain How have the characters influenced on another? What themes have you thought about so far? Do you agree with the character’s actions? What is the author’s opinion? What evidence do you have? Is the author a valid source for this information? How do you know? Summarize what you have read so far. How does this compare with what you have read before on the topic? Common Core Standards Taught In This Unit Tri 1 Standard Objective Assessment and Date Assessed RI 5.1 Quote text accurately to Identify relevant quotes to support an explicit/inferential idea from A Tale of Segregation:
of a text . RI 5.9 Combine information from several texts on the same topic to write/speak about the subject. Identify the important points that are presented as similar/different in two or more texts. Analyze how/why the key details/important points presented in two texts are similar/different. Synthesize information from two or more texts. Evaluate the effectiveness/quality of the information presented in two or more texts. Marco Polo (Informational) W5.2 Write an informative text on a specific topic Develop topic with facts/definitions/details/quotations/other information/examples related to the topic in an informative/explanatory text. Group related information logically in an informative/explanatory text. Include formatting/illustrations/multimedia when useful to aiding comprehension in an informative/explanatory text. Introduce a topic clearly in an informative/explanatory text. Link ideas within categories of information using words/phrases/clauses in an informative/explanatory text. Provide a concluding statement/section related to the information/explanation presented. Write an essay that identifies the person and the advice you would give. Choose a familiar subject so that you can provide details and elaboration that explain why this person needs your advice. W5.3 Write narratives to develop real/imagined using effective details/clear event sequences Organize an event sequence that unfolds naturally. Orient the reader by establishing a situation/introducing a narrator/characters. Provide a conclusion that follows from narrated experiences/events. Use a variety of transitional words/phrases/clauses to manage sequence of events. Use concrete words/phrases/sensory detail to convey experiences/events precisely. Use narrative techniques to show the responses of characters to Write a story about this 6th grader, and how he deals with his problem
What themes have you thought about so far? Do you agree with the character’s actions? What is the author’s opinion? What evidence do you have? Is the author a valid source for this information? How do you know? Summarize what you have read so far. How does this compare with what you have read before on the topic? Common Core Standards Taught In This Unit Tri 3 Standard Objective Assessment RI 5.1 Quote text accurately to explain explicit and inferential ideas. Identify relevant quotes to support an explicit/inferential idea from the text. Explain explicit/inferential ideas by citing appropriate details/examples from the text. Homemade RL 5.1 Quote text accurately to explain explicit and inferential ideas. Identify relevant quotes to support an explicit/inferential idea from the text. Explain explicit/inferential ideas by citing appropriate details/examples from the text. Keep Looking RI 5.2 Determine two or more main ideas from the text; identify details that support the main idea; summarize Identify detail(s) that support the main idea. Summarize the text. Explain how key details support the main idea. Identify multiple main ideas of the text. Taking His Best Shots and The Secrets of the Humpback Whales RL 5.3 Compare/contrast elements of story using text details Compare and contrast characters, setting, or plot using specific details from the text (how plot relies on setting, how events affect The Red Fox and Kira Kira
character/development, etc.). RI 5.4 Determine academic vocabulary & word meanings Determine the meaning of unfamiliar academic and domain- specific words/phrases using context. Long Live the Vikings RL 5.4 Determine the meaning of figurative and non-figurative words and phrases Identify the meaning of figurative language such as metaphors/similes in a text, using context. Identify the meaning of words/phrases as they are used in a text. Short Passages: RL 5.4 RI 5.5 Compare & contrast structural differences between two texts Identify the overall structure of events/ideas/concepts/information in two or more texts. Describe the overall structure of events/ideas/concepts/information in two or more texts. Compare/contrast the overall structure of events/ideas/concepts/information in two or more text Scientific Text: The Boston Cooking-School Cook Book Fannie Farmer RI5.7 Use information from multiple print/digital sources to solve problems. Identify subheadings/headers/task bars/search functions to locate information. Explain how subheadings/headers/task bars/search bars help solve text-based questions. Recipes: Cooking with Deja and Dad RI 5.9 Combine information from several texts on the same topic to write/speak about the subject. Identify the important points that are presented as similar/different in two or more texts. Analyze how/why the key details/important points presented in two texts are similar/different. Synthesize information from two or more texts. Evaluate the effectiveness/quality of the information presented in two or more texts. Jean Sexton and Marguerite Thompson
Use a variety of transitional words/phrases/clauses to manage sequence of events. Use concrete words/phrases/sensory detail to convey experiences/events precisely. Use narrative techniques to show the responses of characters to situations. Use narrative techniques to develop experiences/events. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context. CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs. CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Question bank: L.5.5 L.5.6 Acquire and use accurately general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). N/A Question Bank: L.5.6