5th Grade SOL-Embedded Lesson Plan

The SOL Embedded Lesson Plan came about after hearing Thomas Santangelo, VDOE English and Reading Specialist, speak about how to place comprehension strategies into the before-during-after framework for reading. He presented the Triple Venn Diagrams below to illustrate the concept. This information led me to create the SOL Embedded Lesson Plan. The first plan is a planning sheet to assure that SOLs are taught to the rigor needed, although not all standards need to be embedded with each lesson taught. The second plan is blank so that teachers can use it to write plans. I hope you find this beneficial to the instruction of your students.

Wilma Brookman, Literacy Specialist, Orange County Public Schools

Additional (K-5) “Triple Venn Diagrams” have been posted to eMediava.org.

5th Grade SOL Integrated BDA Reading Standards Checklist
Date / Group / Book Title / Level / Graphic Organizer
Before / During / After
Set Purpose – Book Summary
Set a purpose for reading. / Word Reading Strategy Focus (model one)
Monitor/Clarify using context
Stuck on a Word
Multi-syllabic Words / Summarize / Main Idea or Theme ID
  • Fiction - Identify main idea or theme
  • Nonfiction – Identify important ideas; identify/ determine main idea

Students read silently, while teacher reads with one student, stopping at various points to model/discuss comp strategies below; students give text evidence
Activate Prior/Background Knowledge
Use prior knowledge and build additional background knowledge as context for new learning. / Comprehension Skill/Strategy Stops
(Use reading strategies to monitor
comprehension during reading process) / Supporting Details ID
  • Fiction - Summarize supporting details, sequential events that lead to resolution
  • Nonfiction – Summarize content and provide key supporting details

Page / Skill/Strategy
Preview / Text Feature Preview
Use text features (organizers) to predict-
  • Fiction (title, chapter index, table of contents, illustrations, continuous text, paragraphing, dialogue)
  • Poetry (lines, stanzas, verses, forms)
  • Nonfiction (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics)
/ Questioning
Identify, formulate and ask questions that clarify
points of view / Compare/Contrast
  • Fiction - Discuss similarities and differences between a text and previously read materials; Compare/ contrast characters
  • Nonfiction – Identify and compare/contrast relationships between characters, events and facts; compare/contrast first- and second-hand accountings of same event or topic; describe differences in focus and info provided

Connections
Make connections between the text of a story; make connections between what is read and prior knowledge
Predict
  • Apply prior knowledge to make predictions
  • Use text organizerrs to predict
/ Infer/Draw Conclusions
Draw conclusions/make inferences from text to make meaning using located information that supports / Critical Reflection / Fact/Opinion Differentiation
Differentiate/distinguish between fact and opinion; formulate opinions and locate text to support
Developing Vocabulary / Text Structure
  • Fiction
-Describe character development through what is stated, by speech/actions/other characters views, including possible changes to characters
-describe setting with specific details
-describe plot development with series of events
-Identify main character’s conflict and explain resolution to include sequential steps leading up to
-Identify cause/effect relationships
  • Poetry – Recognize rhythm, verse; Drama – Recognize cast, dialogue
  • Nonfiction - Identify structural and organizational patterns (cause/effect, problem/ solution, compare/contrast, sequential, description) that help to make information easier to comprehend; identify cause/ effect relationships following transitional signal words
/ Drawing Conclusion
Draw conclusions to make meaning form text using specific details/examples
Analyzing Literary Devices / Text Structure
  • Fiction
-Describe character development through what is stated, by speech/actions/other characters views, including possible changes to characters
-describe setting with specific details
-describe plot development with series of events
-Identify main character’s conflict and explain resolution to include sequential steps leading up to
-Identify cause/effect relationships
  • Poetry – Recognize rhythm, verse; Drama – Recognize cast, dialogue
  • Nonfiction - Identify structural and organizational patterns (cause/effect, problem/ solution, compare/contrast, sequential, description) that help to make information easier to comprehend; identify cause/ effect relationships following transitional signal words

Text Features
  • Fiction (title, chapter index, table of contents, illustrations, continuous text, paragraphing, dialogue)
  • Poetry (lines, stanzas, verses, forms)
  • Nonfiction – Use text features to organize info onto graphic organizers (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics)

Text Feature Review
  • Fiction (title, chapter index, table of contents, illustrations, continuous text, paragraphing, dialogue)
  • Poetry (lines, stanzas, verses, forms)
  • Nonfiction– Use text features to organize info (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics

SynthesizePredictions/New Info
  • Confirm or revise predictions using experiences and knowledge by identifying/locating information that supports
  • Describe relationship between text and previously read materials
  • Use prior knowledge and build additional background knowledge as context for new learning identified, including skimming for info

Author’s Craft
Describe how author’s choice of vocab (words and phrases) contributes to style; Analyze point of view, word choice, plot, beginnings/endings and character development.
Other / Figurative Language/ Poetic Devise
Describe characteristics of free verse, rhymed and patterned poetry
  1. Reflect/Respond
Use writing to clarify thinking (response journals)
  1. Fluency/Accuracy Practice

W. Brookman, June 2015

5th Grade SOL Integrated BDA Reading Lesson Plan
Date / Group / Book Title / Level / Graphic Organizer
Before / During / After
Set Purpose – Book Summary / Word Reading Strategy Focus (model one)
Monitor/Clarify
Stuck on a Word
Multi-syllabic Words / Summarize / Main Idea or Theme ID
Students read silently, while teacher reads with one student, stopping at various points to model/discuss comp skills/strategies below; students give text evidence / Supporting Details ID
Activate Prior/Background Knowledge / Compare/Contrast
Comprehension Skill/Strategy Stops / Critical Reflection / Fact/Opinion Differentiation
Preview / Text Feature Preview / Page / Strategy / Drawing Conclusion
Questioning / Analyzing Literary Devices / Text Structure ID
Prediction
. / Connections
Developing Vocabulary / Text Structure / Text Feature Review
Text Features / Author’s Craft
SynthesizePredictions/New Info / Figurative Language/ Poetic Devise
Infer/Draw Conclusions /
  1. Reflect/Respond
  1. Fluency/Accuracy Practice

Other

W. Brookman, June 2015