folktale, myth, or poem) contribute to the meaning, tone, or beauty of a text. I can analyze how visual and multimedia elements add to the meaning, tone, or beauty of literary text. Reading- Informational Text Lexile Levels 830L to 1010L RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 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. 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. I can explain what a text says 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 relationships between people, events, and ideas in a historical, scientific, or technical text 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 or phrases in an informational text. I can compare and contrast the organizational structure of different informational texts. Kathryn Lasky, The Most Beautiful Roof in the World: Exploring the Rainforest Canopy, photographed by Christopher G. Knight (New York: Gulliver Green, 1997); ISBN (Copies of this book have been purchased by the district.) Rainforest Research Journal (One copy of this book has been purchased for each LA teacher.) “Sloth Canopy Researcher: Bryson Voirin,” from the Biomes of the World web site, copyright 2002-2012 by UntamedScience.com and Bryson Voirin: scientistprofile/scientists/ byrson.html. “Hawaii’s Endangered Face Spider,” Expeditionary Learning, 2012.
Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.4 Report on topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. I can follow our norms when I participate in a conversation. I can ask questions that are on the topic being discussed. I can connect my questions and responses to what others say. After a discussion, I can explain key ideas about the topic being discussed. I can summarize text that is read aloud to me. I can summarize information that is presented in pictures and/or numbers. I can speak clearly and at an understandable pace.